Early comprehension is an important, but not well-understood, contribution to early literacy and language development. Specifically, research regarding the nature of skills representative of early comprehension, including how they contribute to later reading success, is needed to support best practices to adequately prepare students. This article…

Early comprehension is an important, but not well-understood, contribution to early literacy and language development. Specifically, research regarding the nature of skills representative of early comprehension, including how they contribute to later reading success, is needed to support best practices to adequately prepare students. This article…

A prescriptive statement is a recommendation that, if a course of action is taken, then a desirable outcome will likely occur. For example, in reading research recommending that teachers apply an intervention targeted at a specific reading skill to improve children's reading performance is a prescriptive statement. In our view, these statements…

This research synthesis examines whether the association between print exposure and components of reading grows stronger across development. We meta-analyzed 99 studies (N = 7,669) that focused on leisure time reading of (a) preschoolers and kindergartners, (b) children attending Grades 1-12, and (c) college and university students. For all…

This book brings together some of the world's foremost literacy scholars to discuss how research influences what teachers actually do in the classroom. Chapters describe the current state of knowledge about such key topics as decoding, vocabulary, comprehension, digital literacies, reading disabilities, and reading reform. At the same time, the…

This paper reviews the literature and research related to reading and language with an emphasis on linguistics. Topics covered in the paper include: a definition of language, phonology, dialects, oral language, cultural differences, reading materials, morphology, syllabic generalizations, syntax, readability, and the cloze procedure. (WR)

Confirms previous findings that young children do not have an adequate concept of what constitutes the spoken "word." (RB)

The latest thinking on reading rate and flexibility is discussed in this paper. Included are highlights of the recently completed reading rate portion of the National Assessment of Educational Progress. The current state of knowledge is assessed and promising research and useful writings in English and Spanish are cited. (Author/WR) Aspect of…

Results of a study show that reading and listening comprehension depend on the same language processing skills and that localized processing skills, not global organizational skills, are a major source of individual differences in language processing. (JM)

Presents the results of a study designed to determine whether idioms cause difficulty for students in the reading and understanding of prose, concluding that methods of teaching idioms should be explored. (RB)

A corollary of the principle that reading comprehension depends on language comprehension is that word skill plus language comprehension skill produces reading comprehension skill. This corollary points to word decoding as being the major source of differences in skilled reading. Various data supporting this claim have been collected from…

The purpose of this study was to determine empirically the individual components of critical reading tests and subtests, enabling inferences to be made about the definitions of critical reading and critical thinking and about the relationship between them. The subjects were 50 Hillsborough County, Florida, fifth graders, most of whom were white…

Examines (in a pilot study and the first two phases of a longitudinal study) preventing the emergence of written language difficulties by addressing the ability of preschoolers to make phonological judgments. Notes that children identified as having poor rhyme awareness were given one-to-one training, and that students were given training in…